An outdoor education program produced higher post-test environmental attitudes, uses and concern than traditional lecturing among pre-service classroom teachers¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Post-test scores differed significantly between the experimental and control groups in favor of the experimental group on environmental attitudes, uses, and concern (p<.05 for each). → Derman et al. 2016

Evidence¶

Derman et al. 2016¶

Aysegul Derman, Elvan Sahin, Esme Hacieminoglu. (2016). Does Outdoor Education Make any Difference in Environmental Literacy of Pre-service Classroom Teachers? INTERNATIONAL JOURNAL OF ENVIRONMENTAL & SCIENCE EDUCATION, 11(15), 8491-8506. http://creativecommons.org/licenses/by/4.0/

q3 · i? · causal · r1

Independent samples t-tests on post-test scores of a true-experimental pretest-posttest study with 45 experimental and 54 control pre-service teachers (27 control at post-test). The article reports "statistically significant difference" on the three dimensions, "in favor of experimental group"; no effect sizes are printed.

"When post test scores of experimental and control group were compared results revealed statistically significant difference between experimental and control group with respect to environmental attitudes (p<.05), environmental uses (p<.05), and environmental concern (p<.05) in favor of experimental group."

Discussion¶

Related Claims¶

• Within the experimental group, pre-post gains were significant only for attitudes and uses, while the control group showed no significant change on any dimension — a narrower finding that bears on this claim
• The experimental and control groups were equivalent on all four environmental literacy dimensions at pre-test — a narrower finding that bears on this claim
• ANCOVA of post-test scores covarying pre-test scores confirms the ITS group outperformed the face-to-face group — related
• Post-test environmental attitudes did not differ significantly between experimental and control groups in the ANCOVA — reports the opposite
• The experimental group reported richer and more frequent outcomes from the environmental education course than the control group — a narrower finding that bears on this claim
• The context-based instructional design produced higher post-test cognitive achievement than the existing curriculum when prior readiness was controlled — related
• All pre-service teachers planned to teach environmental education, but only the experimental group specified concrete student-centered methods and outdoor activities — a narrower finding that bears on this claim